arXiv subjects

Johannes Langer

Publications and source records attributed to Johannes Langer.

4 recordsLinked to original sources

arXiv2026

The Dual Role of Abstracting over the Irrelevant in Symbolic Explanations: Cognitive Effort vs. Understanding

Explanations are central to human cognition, yet AI systems often produce outputs that are difficult to understand. While symbolic AI offers a transparent foundation for interpretability, raw logical traces often impose a high extraneous cognitive load. We investigate how formal abstractions, specifically removal and clustering, impact human reasoning performance and cognitive effort. Utilizing Answer Set Programming (ASP) as a formal framework, we define a notion of irrelevant details to be abstracted over to obtain simplified explanations. Our cognitive experiments, in which participants classified stimuli across domains with explanations derived from an answer set program, show that clustering details significantly improve participants' understanding, while removal of details significantly reduce cognitive effort, supporting the hypothesis that abstraction enhances human-centered symbolic explanations.

cs.AI↗

arXiv2026

LLM-Generated Explanations Do Not Suffice for Ultra-Strong Machine Learning

Ultra Strong Machine Learning (USML) refers to symbolic learning systems that not only improve their own performance but can also teach their acquired knowledge to quantifiably improve human performance. We introduce LENS (Logic Programming Explanation via Neural Summarisation), a neuro-symbolic framework that combines symbolic program synthesis with large language models (LLMs). This framework automatically generates natural language explanations of learned logic programs, replacing hand-crafted templates used in prior USML work. Using LLMs-as-judges evaluation and expert validation, we show that LENS produces higher-quality explanations than both direct LLM prompting and hand-crafted templates. We then examine whether LENS explanations suffice for achieving USML in a human trial teaching active learning strategies across three related domains. Our exploratory analysis suggests that concise, expert-written explanations may benefit learners with higher initial performance, while LLM-generated explanations provide no advantage over human self learning despite being rated as higher quality. This case study reveals that achieving USML requires methods grounded in human learning, where current LLM-generated explanations do not capture human cognitive constraints and LLMs-as-judges evaluations do not reflect what effectively supports human learning.

cs.AI↗

arXiv2025

Can humans teach machines to code?

The goal of inductive program synthesis is for a machine to automatically generate a program from user-supplied examples. A key underlying assumption is that humans can provide sufficient examples to teach a concept to a machine. To evaluate the validity of this assumption, we conduct a study where human participants provide examples for six programming concepts, such as finding the maximum element of a list. We evaluate the generalisation performance of five program synthesis systems trained on input-output examples (i) from non-expert humans, (ii) from a human expert, and (iii) randomly sampled. Our results suggest that non-experts typically do not provide sufficient examples for a program synthesis system to learn an accurate program.

cs.HC↗

arXiv2023

Explanatory machine learning for sequential human teaching

The topic of comprehensibility of machine-learned theories has recently drawn increasing attention. Inductive Logic Programming (ILP) uses logic programming to derive logic theories from small data based on abduction and induction techniques. Learned theories are represented in the form of rules as declarative descriptions of obtained knowledge. In earlier work, the authors provided the first evidence of a measurable increase in human comprehension based on machine-learned logic rules for simple classification tasks. In a later study, it was found that the presentation of machine-learned explanations to humans can produce both beneficial and harmful effects in the context of game learning. We continue our investigation of comprehensibility by examining the effects of the ordering of concept presentations on human comprehension. In this work, we examine the explanatory effects of curriculum order and the presence of machine-learned explanations for sequential problem-solving. We show that 1) there exist tasks A and B such that learning A before B has a better human comprehension with respect to learning B before A and 2) there exist tasks A and B such that the presence of explanations when learning A contributes to improved human comprehension when subsequently learning B. We propose a framework for the effects of sequential teaching on comprehension based on an existing definition of comprehensibility and provide evidence for support from data collected in human trials. Empirical results show that sequential teaching of concepts with increasing complexity a) has a beneficial effect on human comprehension and b) leads to human re-discovery of divide-and-conquer problem-solving strategies, and c) studying machine-learned explanations allows adaptations of human problem-solving strategy with better performance.

cs.AI↗